4.3 Parallel and Perpendicular Lines
Lines and Angles
I.SectionObjectives
- Identify parallel lines, skew lines, and perpendicular lines
- Know the statement of and use the Parallel Line Postulate.
- Know the statement of and use the Perpendicular Line Postulate.
- Identify angles made by transversals.
II.MultipleIntelligences
- Teach half of the lesson, complete the walk around activity, and then finish the rest of the lesson.
- Write the vocabulary on the board for the visual- spatial learners. Include the following.
- parallel lines with symbol
- perpendicular lines with symbol
- parallel planes
- skew lines
- Have students walk around the room and make a list of all of the places where they can locate each type of
lines. - When finished, allow time for students to share their findings.
- Go on to the postulates. Break each postulate down into simple steps. This will assist visual- spatial learners
and special needs students. Here are some suggestions. - Parallel Line Postulate
- Given a line and a point not on that line
- One line parallel to the given line goes through that point
- Perpendicular Line Postulate
- Given a line and a point not on that line
- One line perpendicular to the line passes through that point
- When working with transversals, use color to indicate the different angles in a diagram. Use color for
definitions too. This will help students to keep things clear. - Intelligences- linguistic, logical- mathematical, visual- spatial, interpersonal, intrapersonal.
III.SpecialNeeds/Modifications
- Before working on the section of the lesson on transversals, review the meaning of the following words:
adjacent, vertical, interior, exterior, corresponding and consecutive. - Break down the transversal section. Use a diagram too.
- Teach adjacent and vertical angles first.
- Then teach interior, exterior and corresponding
- Finally, teach alternate interior, alternate exterior and consecutive angles.
Chapter 4. Geometry TE - Differentiated Instruction